PS3 (9-11)- 8 Students demonstrate an understanding of forces and motion by…
8a predicting and/or graphing the path of an object in different reference planes and explain how and why (forces) it occurs.
8b using modeling, illustrating, graphing explain how distance and velocity change over time for a free falling object.
National Standards:
Context of Lesson:
Please see context of lesson from Day 2
Opportunities to Learn:
Students will be given the opportunity to work in pairs to collect data. The groups will then combine their data and construct a 'position' vs 'time' graph. Students will use a best line fit to determine the slope of the line and then discuss what the slope of this line tells us about the motion (speed). Instructor will then introduce 'velocity' term. Students will then create a velocity vs time graph using those slopes. Students will then be given an opportunity to apply the patterns that they see in the graphs to a variety of different graphs and to predict what the graphs would look like in various scenarios (no accelerations though).
Depth of Knowledge
DOK 3 a - Interpret information from a complex graph (such as determining features of the graph or aggregating data in the graph)
Prerequisite Knowledge
Graphs from Day 2 and corresponding ideas about speed
Plans for Differentiating Instruction
Exceeds Proficiency: students will be horrified to find out that they will be graphing again. Tell them that after they participate in the exercise they will be provided with a challenge sheet (predicting what the position vs time graph and velocity vs time graphs would look like) if they are successful they will be asked what the graphs would look like if the object was changing its speed. (do not tell them if they are correct) Show them the motion sensor and explain what it does ask them to create an experiment that would test their hypothesis Give them a big piece of newsprint and let them go at it. Instructor will come by occassionally and ask penetrating questions.
Approaching Proficiency: Instructor will move around the classroom making sure that students are confident in graphing (as most are)
Accommodations and modifications
Environmental factors
Materials
stopwatches
graphing paper
rulers
Objectives:
Students will be able to construct a 'position' vs 'time' graph from a data table
Students will be able to explain the difference between 'distance' and 'position'
Students will be able to calculate the 'velocity' of an object using the slope from a 'position'' vs 'time' graph
Students will be able to construct a ''velocity'' vs 'time' graph using the calculated values of slope
Students will be able to predict the graphs from a scenario and create a scenario from a graph
Students will be able to explain what a negative number in physics indicates
Instruction:
Opening:
Students will be greeted by instructor and handed a green pen and answer sheet. Students will be instructed to pull out their homework and quickly correct their answer sheet using the green pen (It is important to explain to the students that they will not be penalized for having a lot of green ink, they will be penalized for not honestly attempting their homework or not self correcting. Students that use 'non-green' ink will receive a zero for their homework as this is cheating). Students will only be given 5 mins to check their answers while teacher takes attendance and check homework for completion. Teacher will collect all answer sheets
Engagement:
Instructor will ask the class the day's question: 'Does direction matter'? and will lead a class discussion. Some students will say no it doesn't (your car reads 50 mph whether you are going north or south) some students will say yes it does (if your car is going north you end up in boston, if you go south you end up in new york) . Instructor will pose a solution. Let's go out and see if it matters. We will do the exact same experiment as yesterday only today i will run the opposite direction. But before we go and do it I want everyone to write down a quick sketch of what they think the graphs will look like.
Students will get stopwatches and stand in the same spot as Day 2
Instructor will run opposite direction down the hall
Students will return to class and put their data up on the board. Instructor will ask what the group numbers represent, do they still represent distance? (No they represent position)
Students will then make one x vs t graph with all 3 sets of data on it (remind students to label their plots).
Students will create a best fit line for each data set and then calculate the speed by calculating the slope.
Instructor will ask students to compare the x vs t graph to the 'distance' vs time graph from yesterday. What do they notice? (slopes are similar only Day 3 has negative sign)
Instructor will discuss the term 'velocity'
Instructor will ask what a 'velocity' vs time graph would look like (straight horizontal line, y = speed but in quadrant II)
Instructor will then pass out worksheet and walk around classroom
Closure:
Students will be reminded about the day's question 'Does direction matter?' and will be asked to take a minute to reflect about the days lesson and answer that question.
Instructor will get a strong idea of students performance by walking around the room and observing how they construct their graphs furthermore the reflection sheet will allow the instructor to see if they can verbalize what they have learned.
Lesson Plan
Lesson Title: Does direction matter?
State Standards: GLEs/GSEs
PS3 (9-11)- 8Students demonstrate an understanding of forces and motion by…
National Standards:
Context of Lesson:
Please see context of lesson from Day 2Opportunities to Learn:
Students will be given the opportunity to work in pairs to collect data. The groups will then combine their data and construct a 'position' vs 'time' graph. Students will use a best line fit to determine the slope of the line and then discuss what the slope of this line tells us about the motion (speed). Instructor will then introduce 'velocity' term. Students will then create a velocity vs time graph using those slopes. Students will then be given an opportunity to apply the patterns that they see in the graphs to a variety of different graphs and to predict what the graphs would look like in various scenarios (no accelerations though).Depth of Knowledge
DOK 3 a - Interpret information from a complex graph (such as determining features of the graph or aggregating data in the graph)Prerequisite Knowledge
Graphs from Day 2 and corresponding ideas about speedPlans for Differentiating Instruction
Exceeds Proficiency: students will be horrified to find out that they will be graphing again. Tell them that after they participate in the exercise they will be provided with a challenge sheet (predicting what the position vs time graph and velocity vs time graphs would look like) if they are successful they will be asked what the graphs would look like if the object was changing its speed. (do not tell them if they are correct) Show them the motion sensor and explain what it does ask them to create an experiment that would test their hypothesis Give them a big piece of newsprint and let them go at it. Instructor will come by occassionally and ask penetrating questions.Approaching Proficiency: Instructor will move around the classroom making sure that students are confident in graphing (as most are)
Accommodations and modifications
Environmental factors
Materials
stopwatchesgraphing paper
rulers
Objectives:
Instruction:
Opening:
Students will be greeted by instructor and handed a green pen and answer sheet. Students will be instructed to pull out their homework and quickly correct their answer sheet using the green pen (It is important to explain to the students that they will not be penalized for having a lot of green ink, they will be penalized for not honestly attempting their homework or not self correcting. Students that use 'non-green' ink will receive a zero for their homework as this is cheating). Students will only be given 5 mins to check their answers while teacher takes attendance and check homework for completion. Teacher will collect all answer sheetsEngagement:
Instructor will ask the class the day's question: 'Does direction matter'? and will lead a class discussion. Some students will say no it doesn't (your car reads 50 mph whether you are going north or south) some students will say yes it does (if your car is going north you end up in boston, if you go south you end up in new york) . Instructor will pose a solution. Let's go out and see if it matters. We will do the exact same experiment as yesterday only today i will run the opposite direction. But before we go and do it I want everyone to write down a quick sketch of what they think the graphs will look like.Students will get stopwatches and stand in the same spot as Day 2
Instructor will run opposite direction down the hall
Students will return to class and put their data up on the board. Instructor will ask what the group numbers represent, do they still represent distance? (No they represent position)
Students will then make one x vs t graph with all 3 sets of data on it (remind students to label their plots).
Students will create a best fit line for each data set and then calculate the speed by calculating the slope.
Instructor will ask students to compare the x vs t graph to the 'distance' vs time graph from yesterday. What do they notice? (slopes are similar only Day 3 has negative sign)
Instructor will discuss the term 'velocity'
Instructor will ask what a 'velocity' vs time graph would look like (straight horizontal line, y = speed but in quadrant II)
Instructor will then pass out worksheet and walk around classroom
Closure:
Students will be reminded about the day's question 'Does direction matter?' and will be asked to take a minute to reflect about the days lesson and answer that question.Instructor will pass out homework
Assessment:
Instructor will get a strong idea of students performance by walking around the room and observing how they construct their graphs furthermore the reflection sheet will allow the instructor to see if they can verbalize what they have learned.Homework will be self corrected the following day
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: